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It's morning rush hour. You don't even notice the casually dressed young man holding a violin . . . until he begins to play. Would you notice him then? What if the nondescript fiddler was one of the finest classical musicians in the world, playing some of the most elegant music ever written on one of the most valuable violins ever made?
That's the question posed by Gene Weingarten in his Pulitzer Prize-winning story in The Washington Post. The fiddler was none other than virtuoso violinist Joshua Bell, whom I wrote about in an earlier post. Here is Gene's fascinating, expertly written story.
Can one of the nation's great musicians cut through the fog of a D.C. rush hour? Let's find out.
By Gene Weingarten
Washington Post Staff Writer
Sunday, April 8, 2007; Page W10
HE EMERGED FROM THE METRO AT THE L'ENFANT PLAZA STATION AND POSITIONED HIMSELF AGAINST A WALL BESIDE A TRASH BASKET. By most measures, he was nondescript: a youngish white man in jeans, a long-sleeved T-shirt and a Washington Nationals baseball cap. From a small case, he removed a violin. Placing the open case at his feet, he shrewdly threw in a few dollars and pocket change as seed money, swiveled it to face pedestrian traffic, and began to play. (more…)


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When Maccabi Haifa takes the floor for the Israeli national championship Thursday night, the guy on the bench will be none other than Brad Greenberg - the former U.S. college and NBA coach whose career was derailed by a recruiting scandal.
Greenberg's bet that he could resurrect his career here is paying big dividends.
He has led the Maccabi Haifa club to a historic turnaround, inheriting a team that finished dead last a year ago and taking it to the title game against perennial powerhouse Maccabi Tel Aviv. Along the way, he has emerged as a local hero and positioned himself for a possible return to the NBA.
"We've awakened Haifa to basketball again, which is a wonderful feeling,'' Greenberg said in an interview. "This is much better for me than what I was doing. Much better.''
The 59-year-old Greenberg was once part of the American coaching fraternity. He held assistant coaching jobs with the New York Knicks and Los Angeles Clippers, and also served as the Philadelphia 76ers general manager, before turning to college basketball. He led Radford University in southwestern Virginia to a 2009 conference title and a spot in the NCAA tournament.
But his success at Radford turned into scandal when the school was accused of major recruiting violations. The NCAA's investigation found a "concerted effort to cover up violations'' under several coaches, including Greenberg. Radford suspended him for the final four games of the 2010-11 season, and he resigned shortly thereafter.
Two years later, Greenberg's remorse is limited. He said he regrets not cooperating with the NCAA, but his own actions are a different matter. In addition to aiding in the cover up, Greenberg's violations included giving impermissible travel and team benefits to an ineligible player.
"Yeah, I put a kid on a bus because I didn't want him by himself during the holiday when no one else was on campus,'' he said. "I mean, they were violations, but they're not the kind of violations I feel bad about committing now.''
The NCAA slapped Greenberg with a five-year show-cause order, a punishment that makes it extremely difficult to land another college coaching job. With the NBA under a lockout when he resigned, Greenberg found an unusual opportunity: coaching the Venezuelan national team.
After a year in Venezuela, Greenberg reached out to American multimillionaire Jeffrey Rosen about a move to Israel.
Rosen purchased the team in 2007 while it was stuck in Israel's second division, essentially a minor league. Rosen guaranteed Haifa would return to the top league in his first year, and the club delivered. But after two years of playoff basketball in 2009 and 2010, including a title game appearance, Haifa fell back to the bottom of the standings.
Greenberg, who is Jewish, had long considered coaching in Israel. His close friend, Howie Lassoff, was a Maccabi Tel Aviv star for more than a decade, and Haifa's fortunes gave him an opening.
He got in touch with Rosen, who saw the chance to bring in an experienced coach. "I recall one night receiving his resume at dinner and my jaw dropped,'' Rosen wrote in an email. The two men met last summer after the Venezuelan season wrapped up, and Greenberg was quickly hired.
"When I got here, there was an awful lot of skeptical media,'' Greenberg said. "The joke was, you know, `He won't need the umbrella for the rainy season in Haifa, he'll be gone before then.'''
But Greenberg has lasted the full season - and justified the hype. Haifa finished second behind Maccabi Tel Aviv during the regular season, and swept Hapoel Gilboa Galil in the quarterfinals. The club then beat Eilat 71-68 on Sunday in the deciding Game 5 of the semifinal series before an ecstatic home crowd of around 4,500, the largest of the year.
Just days earlier, the Green Apes, a hardcore group of fans known for their rowdy behavior, had boycotted the team after an incident during Game 2 when they lit off a flare in Eilat and police intervened. After that game, Greenberg called out the group in the postgame news conference.
The Green Apes were back on Sunday night with their drums and R-rated chants, while the crowd joined their songs and filled the arena with shrieking whistles during Eilat possessions. After the game, Greenberg shook hands with one rowdy fan.
When Greenberg looks ahead, he does not see a future in college basketball. Coaching in Israel has been a far better personal and professional time than the grind of recruiting, long road trips and packed schedules inherent in the college game.
"We're playing Maccabi Tel Aviv for the State Cup championship ... and (President) Shimon Peres is shaking my hand before the game, versus going to a weekend doubleheader at Gardner-Webb and Presbyterian? I mean, give me a break,'' he said.
Regardless of the outcome of Thursday's single-game championship, Greenberg's future is uncertain. His performance has generated widespread speculation that he will try to return to the NBA.
He will fly back to Virginia later this month to marry his fiance, and then return to Israel to coach the national team at this summer's Maccabiah Games, a sort of Olympics for Jewish athletes from around the world. Beyond that, there are only hints of where he'll be next year.
Following the Game 5 win, Greenberg gave no indication as to his plans. "We've got the chance to be together for one more game,'' he said. "Hopefully we'll be able to do something special with it.''
Though his team is the underdog Thursday, Greenberg will have one advantage. In a lucky coincidence, this year's championship game was scheduled long ago to take place in Haifa, giving him a home-court advantage. It is the first time the championship has ever been held outside of Tel Aviv.
Accustomed to playing for the title in front of their fans, Maccabi Tel Aviv will reverse roles, traveling north to face Haifa in its home arena. And for perhaps the last time in Israel, Brad Greenberg will be ready.

subset: commoncrawl


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Marcelo dives deep in to the world of finger picking in this monster lesson. He explains how to effectively play scales while keeping certain pedal tones going on the upper strings. Marcelo then applies the right and left hand techniques to both the Phrygian and Phrygian Dominant modes.
Taught by Marcelo Berestovoy in Flamenco & Spanish Guitar seriesLength: 43:30Difficulty: 3.0 of 5
Marcelo you re such a great teacher! Can you teach us to play therancheras strumming ? Mariachi guitar?
simply beautiful...i am sure i'm speaking not only for my self by asking this great teacher and player, if you could keep us speechless by expanding this series. ps :i've just joined jamplay, and i cant seem to stop watching
Phrygian Dominant is the 5th mode of Harmonic Minor. I think he said Natural Minor at first by mistake. I'm loving this series, Marcelo is really one of the best!
you're right! :)
Thanks Marcelo for this excellant lesson- You are the best
awasome lesson. Marcelo is an excellent communicator and teacher, hope we can get him for additional seriess.
The delays are all my fault! but I'm catching up!!!
thanks for the info Chris, and by the way, I don't know who is responsible for the lesson, but this Marcelos' series is one of my favorites, I hope you guys keep such a good job! Thanks again!
Hey everyone, the completed Supplemental Content will be up shortly. The exercises are available now for you to work through but the end song example will be up soon. Sorry for the delay!
Internationally known Latino artist, composer and guitarist explores key Flamenco and Spanish rhythms and progressions. Marcelo breaks down these styles in a proven, easy to understand method.
Lesson 1
Marcelo artfully demonstrates the playing style he teaches in this Flamenco & Spanish Guitar series. He also plays through four basic rhythm techniques and sets the course for the lessons ahead.Length: 2:07 Difficulty: 1.0 Members Only
Lesson 2
Marcelo teaches the eight basic right hand moves for the Rumba Flamenca strum pattern. He then shows you how to apply it to a single chord as well as one of the most important chord progressions in Spanish...Length: 17:46 Difficulty: 2.0 FREE
Lesson 3
Marcelo blends familiar sounds with new ones as he looks at how to combine the rumba rhythm with a standard blues progression and the Phrygian mode.Length: 5:49 Difficulty: 2.0 Members Only
Lesson 4
Take the rumba and the Andalusian Cadence to the next level by adding tasty extensions and chord substitutions.Length: 15:24 Difficulty: 2.0 Members Only
Lesson 5
Marcelo teaches the rhythm portion of his popular song "La cita" as a way of applying the techniques and progressions covered in the series thus far.Length: 15:33 Difficulty: 2.0 Members Only
Lesson 6
Learn how to insert fast and tasteful triplets into your strumming. Marcelo demonstrates two different ways of performing the technique and combines triplet fills with the rumba strum.Length: 12:28 Difficulty: 3.0 Members Only
Lesson 7
Using the song "La cita", Marcelo explains how to add accents and hits to the basic rumba strum.Length: 7:06 Difficulty: 2.0 Members Only
Lesson 8
Marcelo mixes it up by teaching several popular variations to the rumba strum. He reviews the basic rumba and demonstrates how to incorporate different rhythms without skipping a beat.Length: 8:41 Difficulty: 2.0 Members Only
Lesson 9
Moving on to the second of four Spanish guitar rhythms in this series, Marcelo introduces the bolero. He teaches the right hand moves and demonstrates the technique over a variety of common chords.Length: 14:29 Difficulty: 2.0 Members Only
Lesson 10
Marcelo explores four popular chord progressions commonly applied to the bolero rhythm and reviews the techniques needed to play the bolero strum.Length: 22:23 Difficulty: 2.0 Members Only
Lesson 11
Using the chord progressions covered in previous lessons, Marcelo explains how to add tasty variations to the basic bolero rhythm. Have fun!Length: 12:03 Difficulty: 2.0 Members Only
Lesson 12
Chill with Marcelo and the soothing vibe of the Brazilian Bossa. This is a comprehensive lesson that covers a variety of chord progressions, jazz voicings, right hand techniques and various patterns that...Length: 33:19 Difficulty: 2.0 Members Only
Lesson 13
Blending time signatures and applying the strumming techniques you've learned so far, Marcelo brings you the upbeat and challenging South American 6/8. Try it with a variety of chord progressions...Try...Length: 22:56 Difficulty: 2.5 Members Only
Lesson 14
Marcelo dives deep in to the world of finger picking in this monster lesson. He explains how to effectively play scales while keeping certain pedal tones going on the upper strings. Marcelo then applies...Length: 43:30 Difficulty: 3.0 Members Only
Lesson 15
This lesson continues where the last one left off. Marcelo explores the finger picking techniques covered in the previous lesson over barre chords. He also teaches several new scale positions corresponding...Length: 8:01 Difficulty: 0.0 Members Only
Lesson 16
Get your dancin' shoes... grab some percussion instruments... or just sit down with your guitar and explore some salsa playing with Marcelo! In this lesson, you'll learn some great chord progressions and...Length: 12:52 Difficulty: 2.0 Members Only
Lesson 17
Using the famous Andalusian Cadence chord progression that was covered in earlier lessons, Marcelo offers up different scales and phrasing ideas that players can use over each chord. Then, he talks about...Length: 10:28 Difficulty: 2.5 Members Only
Lesson 18
Marcelo teaches the popular cha cha rhythm that has been made famous by performing greats such as Carlos Santana.Length: 6:41 Difficulty: 2.0 Members Only
Lesson 19
Marcelo takes you in to the style of Django Reinhardt with this fun lesson on gypsy jazz. You'll learn a few chord progressions and the right hand "la pompe" strumming pattern with and without a pick....Length: 14:29 Difficulty: 2.0 Members Only
Lesson 20
Be your own band!...sort of. Marcelo shows you how to use moving bass notes while playing chords at the same time. He applies this over a number of chord progressions, including the 12 bar blues.Length: 30:45 Difficulty: 2.0 Members Only
Lesson 21
After harping on the importance of the 12 bar blues for his entire series, Marcelo finally explains the blues in detail. He covers chord changes, explains different "forms," and even talks about chart...Length: 7:27 Difficulty: 2.0 Members Only
Lesson 22
Marcelo shares a tool that is indispensable when jamming with other guitarists. He shows us how shell chords leave room for improvisation and provide a great way to play a steady, simple rhythm through...Length: 11:44 Difficulty: 1.5 Members Only
Lesson 23
Marcelo teaches yet another popular rhythm technique for Spanish guitar and applies it to a number of familiar sounding chord progressions.Length: 22:33 Difficulty: 0.0 Members Only
Lesson 24
We spend a great deal of time learning scale positions, but most of the players we know and love use a lot of the horizontal approach. Marcelo explains horizontal playing using four familiar scales and...Length: 29:22 Difficulty: 2.5 Members Only
Lesson 25
Marcelo takes the scales learned in the previous lessons and applies them to 3rd and 6th intervals. He offers some improvisational ideas that will enhance your creativity!Length: 14:58 Difficulty: 2.5 Members Only
Lesson 26
By request, Marcelo has returned to teach his song, "La Cita". In this lesson, he will break down the melody line.Length: 13:56 Difficulty: 3.0 Members Only
Lesson 27
Now that you've learned the melody of "La Cita", it's time to learn the scales to set you on your way to some great improv!Length: 12:36 Difficulty: 3.5 Members Only
Lesson 28
By popular request, Marcelo teaches us his original piece, "Flues". He starts with the chords and melody and ends with ideas and scales for improvisation!Length: 14:55 Difficulty: 3.0 Members Only
About Marcelo Berestovoy
View Full Biography
This Latino artist, composer and guitarist, has inspired a new musical trend that he has called "Southern World Music". This innovative mix of sounds is a blend of the tango from Argentina, flamenco from the south of Spain, and several musical styles from Southern California. Marcelo has done live presentations and recorded with artists like Ricky Martin, Selena, Leon Gieco, Daniela Romo, Sergio Arau and Bebu Silvetti to name a few. In television, he accompanied stars such as Jorge Moreno, Grammy Award winner in 2002 in the "Best New Artist" category. He also composed the song "Gitano Corazon", recorded by Natalia Oreiro in her album "Tu Veneno". This album was nominated in the Latino Grammy Award 2001 in the category of "Best Female Pop Album". He is co-author of the song "One Heart" with Steven Segal, Larry King and Tommy Coster. His musical talent has been shown in movies including "Dirt", "The Mexican", "Un Pedazo de Tierra" and "Paulie". He has participated in television shows, concerts and kick-off parties for movies like "Mission Impossible II" and "The Disapearance of Garcia Lorca".
Marcelo was born and raised in Argentina. He says he felt a passion for the music since he was about 11 years old when he started to take guitar lessons. His father had a lot of influence in his love for music. Together they used to play the songs that Marcelo wrote. His father always took him to listen to jazz. At this time, listening to jazz gave Marcelo another perspective since he was a rock fanatic. His motivation was first the Beatles and then Charly and Spinetta "the skinny". Marcelo recalls that by the age of 18, he was playing in different places throughout Buenos Aires, Argentina. He would play four to five nights a week with different groups or to accompany solo singers.
His decision to come to Los Angeles was motivated by his interest in jazz. In 1985, he came to study to GIT and he never returned to Argentina. Marcelo currently lives in Los Angeles, California with his lovely wife and son. He performs live at several local places. In addition to playing the guitar and composing, Marcelo teaches in the "Musicians Institute", one of the most prestigious in the music world.
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I really like reading about how other people designed their bot and figured some of you might be interested to read about how I created mine. The last few days my bot was hovering around rank 15-25, I'm hoping to reach a spot in the top 50 in the final, official ranking.
I've attached my C++0x code, it is pretty big, around 3.3k lines of code (5.1k including whitespace & comments), but quite well structured, so it shouldn't be too hard to find things. Included in the archive is a Makefile, so just run make to compile everything. There are a lot of leftover comments all over, unused functions everywhere and glaring inefficiencies throughout. Feel free to point them out if you feel like it .
So, with all that said, here is an overview of how my bot works.
My bot uses for everything except combat. My State class keeps track of the diffusion values for: food, exploration, enemy ants & enemy hills. I assign a fixed potential to food, tiles just beyond the edge of vision, enemy ants & enemy hills. Food is scored higher earlier in the game, while unseen tiles are scored higher the longer they have been unseen. Both food & enemy hills get a lower potential the longer it has been since my ants have seen them. Enemy ants get a higher value the closer they get to one of my hills, limited to a minimum value. All potentials are calculated using functions.
The spread of potential values is diminished if one of my ants is on a square. Depending on the type of field, this diminishing is high or low. When calculating the food potential field for example, an ant will block 99.99% of the potential, while for the enemy hills field this is only 10%.
One problem with diffusion is that it doesn't work too well when there are a lot of small passages. So to fix this, while diffusing, the value of a square is multiplied by 4 / (4 - numberOfWaterSquaresAsNeighbors). This increased the potential value of squares that have water squares as neighbors. This fix improved my bot quite a lot on maps with narrow tunnels. Before putting this in, the bot would ignore food in these small tunnels, since their potentials couldn't spread out.
Initially I had a combat routine that modified potential field values locally depending on the number of nearby friendly & enemy ants, which worked OK. However, when Memetix posted on the forum, I implemented that instead and noticed a great increase in combat skill. I did however apply a few tweaks to it.
First of all, after I actually output the move for an ant, I fix this ant at its new position in my CombatManager. Then, I update the combat resolution. This helps when the success of a move is dependent on where nearby ants move to. Doing this improved combat quite a bit, since ants will accidentally suicide a lot less often.
What I also did was detecting when my ants that are trying to raze an enemy hill are blocked. If at least 70% of them are blocked, I allow them to die as long as they kill at least 1 enemy ant. To calculate this correctly however, you need to know not how strong the strongest nearby enemy is, but how weak the weakest one is.
Now a problem arises when fixing an ant at its position. Without knowing how many enemies each enemy ant has on a square, you can not correctly update the strongest & weakest enemy values without recalculating everything. To fix that, instead of storing just the best & worst values per square, I keep a priority queue for each square in a combat zone to keep track of how many enemies each enemy ant has to fight in that square.
Finally, I also detect stationary enemies. An enemy is regarded as stationary if he hasn't moved for at least 10 turns in a row. When this happens, that enemy's position is fixed for the combat evaluation. This helps to detect good moves during stalemates and for suiciding my ants efficiently during a raze.
Before outputting any move, I check to see if I have seen an enemy hill. If so, I go over each of my ants and check the value of the enemy hill potential field at their location. The 50% of my ants with the highest value are then used as attack ants. I tried coming up with better ways to select attack ants, but this very dumb approach seems to work well enough, although it will use way too few ants to attack when I have a large number of ants on a small map.
Then, for every ant, for every direction + its current location, I get the sum of potentials of either (food + exploration + enemy ant) if it's a normal ant or (food + enemy ant + enemy hill) in case it's an attack ant.
I also got an idea while reading delineate's : reduce the score of squares that border water squares. I had noticed that often, when running away from enemies, my ants would get themselves stuck near water. So, for every neighboring water tile, the sum of potentials of a square is reduced by 5%.
Lastly, I distinguish between SAFE squares (where my ants are certain to kill an enemy) and NOCOMBAT squares (where no combat can take place). The potential sum of a NOCOMBAT square is only 20% of it's true potential sum value, so ants will prefer moving to SAFE squares. This has the effect that they prefer killing an enemy over running away, if possible.
Once I have the score for each direction, I sort them by their potential sum value, then loop over every ant and check if the best unchecked move so far is safe to execute according to my CombatManager (i.e. the ant won't die when it moves there, unless it's allowed to suicide). If an ant wants to move to the location of another ant, I push the first ant on a stack to evaluate later and check the 2nd ant first. This ensures that I can not have any collisions.
One aspect I implemented early on, before I had any decent combat evaluation, was static defenses. Depending on the number of ants I had, I would place ants next to my hill as long as at least 2 directions where free to move to from on top of the hill. This helped a great deal against bots without combat intelligence, but was useless against bots in the top 100.
However, the day of the deadline, I removed this and instead give enemy ants a higher potential the closer they come to my hills. On top of that, I define "suicide zones" at my hills, meaning that if any enemy ant get into these zones, my ants are allowed to suicide to kill them.
The net effect is that I have more ants early game to explore and gather food. And due to the increased potential of enemy ants near my hill, attackers are pushed away. Less sophisticated bots aren't even able to get close enough to see my hill. All the tests I ran the last day seemed to indicate that my bot with these changes did a lot better than the previous version without, so I kept them in.
One last thing I do is symmetry evaluation. I do not detect all possible types of symmetry however, only tilings (so no rotations or reflections). I wanted to add detection of all possible symmetries, but didn't have enough time left.
Whenever I do not see an enemy hill, but have seen/razed one in the past, and have detected a valid symmetry, I add an "artificial" hill at the correct location. As soon as an actual hill has been seen, this artificial hill is removed again. This ensures that, assuming a symmetry is found, as soon as I raze a hill (or an enemy razes a hill I've seen), my ants will move on to the next enemy hill using the shortest path, even if they have not seen it yet.
I wait to add "artificial" hills until I've seen one myself to make sure that I actually have enough ants to start attacking hills. If I add the "artificial" hills as soon as I detect symmetry, I often only have around 10-20 ants and attacking then would kill too many ants that could be gathering food.
Even though I code in C++, which is regarded as one of the fastest languages, I still need speedups to ensure I do not time out. There's 2 cases where this helps a great deal.
The most important thing when optimizing is definitely to use some kind of profiling tool. I found cachegrind in combination with KCachegrind to be amazing for this, much better & clearer than the text-based gprof. Just wanted to get that out in case people don't know about it .
So, first of all, the diffusion. One of the things about diffusion is that, in general, the more you can do it, the better your ants will behave. So I cached lots of non-changing variables, removed all function calls, changed branches to tertiary operators, minimized number of mathematical operators by reordering & grouping calculations and split up my diffusion loop in such a way that I didn't have to take into account wrapping coordinates anymore. This made my diffusion function go from +-15 lines to a +-250 lines monster, but gave me a 50x speedup. To give you an idea, doing 200 diffusions on a common 50x175 map takes around 130ms and on a 196x196 map it takes around 310ms.
The other part of the bot that was slow was the combat evaluation. In itself, it was super fast, somewhere around 3ms, but due to the fact that I completely recalculated everything after moving every single one of my ants in combat, it was not unusual that the bot needed 200ms to get the final positions for all ants in combat.
First of all, instead of completely recalculating the combat resolution, I only did so for ants that could have their combat evaluation results altered due to the move of the ant which position I fixed. This was quite involved, but basically came down to: store lots and lots of extra information.
I also implemented a bucketed priority queue for keeping track of enemy strengths. It seems this type of queue is also used in some OS schedulers, path finding algorithms, etc, but I had a hard time finding any real info on it. Instead of a heap-based priority queue, such as the C++ standard one (which is very, very limited in its functionality), you use a hash map, mapping priority -> hash set, and store all objects for a certain priority in the hash set. Almost any function you can imagine will have (in general, not worst case!) a run time of O(1): getting min & max priority, updating object priorities, inserting & removing objects, ...! Be sure to do lazy initialization though, so only create a hash set for a certain priority if you actually have an object with that priority. If you don't, you'll notice huge setup times for your queue. I'm quite amazed that it is so hard to find information about this type of priority queues before, they're amazing!
The combined effect of doing only local updates & using the lazy initialized, bucketed priority queue is that my combat resolution times went down from 200ms to 5-10ms.
In case you want to run my bot on your PC, note that there is at least one bug in it. When the bot plays on a map where no water tiles are visible, it will move its only ant north, even if there is food nearby in other directions. After this one move north, if still no water tile is visible, the single ant will just stay where it is. No timeout, no crash, nothing...
I only noticed this 2 hours before the deadline and didn't want to risk breaking something else by fixing it, so it's still in there. I've got no idea what is causing it, because I haven't tried to debug it yet.
Luckily there are very few maps where this can actually happen, I'm keeping my fingers crossed I won't have to play on them.
I want to thank to organizers for this wonderful competition. It has cost me a LOT of sleep, but I wouldn't hesitate to partake again. It had been quite a while since I did anything AI related and this was a great way to refresh that knowledge and learn loads of new things. I'm already looking forward to the next competition!
I also would like to thank Memetix, a1k0n, delineate, icefox, mathiasds & Nefbrethilion for all their shared ideas. Without them, my bot would not have had anywhere near the skill that it has now.


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If The Normal Heart, which premieres Sunday at 9/8c on HBO, were a work of fiction, it would be tragic. But knowing that it's rooted in actual events makes it nothing short of devastating.
Based on Larry Kramer's 1985 play (which was revived on Broadway in 2011) and adapted for the small screen by Ryan Murphy, The Normal Heart takes a brutal, unflinching look at the onset of the AIDS epidemic in New York City in the early 1980s. The story is told through the eyes of a group of activists who founded the organization Gay Men's Health Crisis to help patients living with the disease.
At the forefront of the fight is Ned Weeks (Mark Ruffalo), a character based on Kramer himself, who's tasked with delivering a message no one in his community wants to hear: that one solution to the growing problem may be refraining from sex. At least that's the opinion of the no-nonsense Dr. Emma Brookner (Julia Roberts, in one of her strongest performances to date), a wheelchair-bound physician, herself a victim of polio, who's seen more than half her patients die from the mysterious illness. With the benefit of hindsight, the hostile counter-argument to her opinion — that promiscuity is a political statement by the gay community — is crushingly naïve.
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Ned's colleagues at GMHC include the organization's brash, blonde and closeted president Bruce Niles (Taylor Kitsch, who's excellent in a role that's quite a departure from his career-making turn as Tim Riggins on Friday Night Lights); city worker Mickey Marcus (Joe Mantello, who played Ned Weeks in the 2011 play); and sweet, sassy Southerner Tommy Boatwright (Jim Parsons, in the same role he played on Broadway). Along the way, Ned also meets and falls in love with Felix Turner (Matt Bomer), a New York Times reporter who struggles to persuade his colleagues to cover the epidemic.
Ruffalo turns in an Emmy-worthy performance as the stubborn, fiery Ned — who spends most of the movie so consumed by frustration and rage that he looks as if he might explode at any moment. The angry passion Ruffalo puts on display in scenes where Ned rails against government officials, his colleagues at GMHC, and even his own brother (Alfred Molina) is matched only by his vulnerability in the tender scenes he shares with Bomer, whose physical transformation as Felix becomes a patient of Dr. Brookner is simply astonishing. The two actors shine together, and it's the relationship between Ned and Felix that gives the movie its true weight.
Summer Movies: Which TV stars are heading to the big screen?
In Murphy's hands, The Normal Heart is a tour de force. The Glee and American Horror Storycreator thankfully refrains from his usual campiness here, and instead relies on more muted moments between friends and lovers to pack the most powerful punches. Yes, there are plenty of bodies on display throughout, and in varying degrees of nudity, but Murphy's purpose is not (entirely) titillation. Rather, the contrast between seeing young men in their prime, reveling in a hedonistic Fire Island beach weekend at the start of the movie, and in subsequent bathroom scenes as the ravaging effects of the disease take their toll is successfully jarring. Per usual, Murphy's musical choices, while not subtle — "I Will Survive" plays over a club scene early on, while the movie ends with Simon & Garfunkel's plaintive "The Only Living Boy in New York" — are also hauntingly effective.
The Normal Heart is an important film, one that's both a touching tribute and a cautionary tale. Despite advancements in the treatment of HIV and AIDS that would have seemed unthinkable at the time the events depicted took place, the movie concludes with the chilling reminder that 36 million people worldwide have died from AIDS, and more than 6,000 new people are infected with HIV every day. As an examination of a pivotal point in history, the film preserves the memories of thousands of people whose lives are gone but must not be forgotten, and will break more than a few hearts in the process.
The Normal Heart premieres Sunday at 9/8c on HBO. Watch the trailer below:


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Sorry, Battlefield 3. Sorry, Crysis 2. Upcoming driving game Project CARS is here to kick your ass and take your crown.
The crowd-funded (and developed!) racing game has celebrated its one-year anniversary with, what else, but a fan-made trailer.
I know, this is footage from its PC version (it's also due for 360, PS3 and Wii U), and I know, it's a racing game (which always look good, since they've got less details to worry about), but still. Those lighting effects, those car models... I just can't get my jaw off the floor.
Project C.A.R.S. - One Year [JonZ]
Project Cars [WMD]


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This Blog is for players and collectors of traditional War Games. It provides information and commentary about older board games from publishers such as TAHGC, SPI, and GDW. Most of the titles discussed here are out of print and available only in the resale market. Still, I hope that the various posts, game descriptions, book reviews, critiques, and other hobby-related material that I present are of interest to those players who still appreciate and play some of the older "classic" games.
WHATEVER HAPPENED TO ALL THOSE NEW ARTICLES YOU PROMISED?14 comments
Loyal visitors to "Map and Counters" will, I have no doubt, already be aware of the fact that it has been over a month since my last blog post. In my own defense, I have endeavored to keep up with reader comments, but these occassional entries have been the extent of my recent contributions to my blog. This has been an ongoing bother to me, particularly since one of the things that I most pride myself on (it certainly isn't my skill as a wordsmith) is my ability to crank out fresh and original material on a fairly regular basis. In any case, I thought that it might just be time for me to offer a brief, but patently self-serving explanation for this unusually long period of inactivity.
What is odd, especially given the events of this past summer, is that I have really had no significant disruptions to my schedule during the last month or so: which is to say, I have had no new health or computer issues to interfere with my blogging. In point of fact, my (admittedly lame) excuse for being so slow in publishing new posts is a simple one: in spite of my having been writing pretty steadily throughout the period in question, I have somehow managed to run afoul of a couple of my own self-imposed guidelines when it comes to posting new articles on my blog. What I mean by this is that, although I have more-or-less completed a book review on Thomas Packenham's excellent and highly readable "The Boer War", and have another piece on John Keegan's workmanlike but surprisingly affecting "The First World War" nearing the finish line, I have no plans to post either review in the near term because, as a long-standing personal rule, I never publish book reviews back-to-back. Thus, I actually do have new material to post, but it probably won't be going up for awhile. The real culprit in all this, and the main reason for my long delay, is that I have allowed myself to become completely blocked by the follow-up installment in my new set of classics-based essays, "The 'STALINGRAD' Notebook". What had appeared — at least when I started this second entry in the series — to be a relatively uncomplicated gaming retrospective on a long-time favorite of mine has grown "tribble-like" in scope and length until I have finally been forced to split it into several separate essays. That being said, I am happy to report that, barring the unforeseen, I should finally be able to wind things up with this minor opus in the next day or two.
And now for something completely different ...
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text: Gaming is one of the biggest industries in the world. Regardless of what platform you play your games on we've got a range of the latest games at BT Shop. Our range of games includes products for all platforms including the PlayStation 4, Xbox One, Nintendo 3DS and more. The extensive range of games includes FIFA, Call of Duty, Assassins Creed, Zelda and more, giving you plenty of games to choose from to satisfy your gaming cravings. Browse the full collection of games at BT Shop today.


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HARTFORD, Connecticut — The bullying came at school dances and in class, on Facebook and back at the dorm by girls who called themselves "Oprichniki," a Russian attack squad notorious for torturing suspected enemies of a 16th-century czar.
The cruel clique at the exclusive Miss Porter's School allegedly harassed Tatum Bass for months, until two doctors advised her to take a break. That's when her tormentors put a "For Rent" sign on her bed and one of America's most selective, all-girls boarding schools threatened to expel her.
Bass and her parents responded with a federal lawsuit that offers a disturbing glimpse into life on the leafy campus in the affluent Hartford suburbs. To match tuition that can cost nearly $43,000, the school has an A-list of socialites, diplomats, artists and public servants among its graduates, including Jacqueline Kennedy Onassis and Gloria Vanderbilt.
According to the lawsuit, Bass was on the honor roll, played sports and was elected by her peers to a top position in student government before her trouble began earlier this year. As activities director, she proposed holding the senior prom with other schools nearby.
Opposition to the idea ballooned, leading to bullying and taunts that Bass was "retarded" because she has attention-deficit disorder. Bass said in the suit that the girls turned on her, calling her "stupid" and peppering her with profanity and insults. She said she was bullied in front of hundreds of people at a school dance, in classes, around campus, in text messages and online on the Facebook social networking site.
"This was the first time that negative attention was drawn to her disability at (the school)," the lawsuit said. "Oprichniki members were at the forefront of taunting Tatum in class and advising others about her disability."
Suit names school, headmaster
The lawsuit names the 165-year-old school and its headmaster, Katherine Windsor, as defendants. Windsor said in a written statement Wednesday that the lawsuit's claims "as portrayed in the media will be defended vigorously, and we believe that a comprehensive hearing of the facts will result in the exoneration of our school."
Messages left for Tatum's attorneys and family were not returned. None of Bass's tormentors are named in court papers.
In the depths of the ordeal, Bass said she uncharacteristically cheated on an art history test — then was so racked with guilt that she confessed to Windsor. Bullying intensified after she returned from a three-day suspension.
"(Her) emotional stress and anxiety became overwhelming," the suit said.
The lawsuit said the school and Windsor inflicted long-term damage on Bass' academic career by notifying at least one college about the suspension without giving her a chance to offer her side. The expulsion threat soon followed for her "unexcused absences" when she tried to complete her studies off-campus, a violation of school rules not detailed in the lawsuit.
A degree from Miss Porter's is considered a ticket into the Ivy League and a future potentially filled with wealth and privilege.
Like Bass — from Beaufort, S.C. — two-thirds of about 330 students at Miss Porter's this year are boarders from 22 states and 20 countries. The school's annual tuition is nearly $43,000 for boarding students and about $33,000 for "day students" who live within driving distance of the Farmington campus, about 10 miles west of Hartford.
Now, Bass' status at the school is unclear. The lawsuit asks a judge for an injunction barring Miss Porter's from sharing her academic status with colleges to which she has applied. It also asks for unspecified damages and reinstatement in good standing so she can graduate.
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Red-barked dogwood
Cornus alba
Trees and Shrubs
May be grown from seed surface sown when ripe; typically requires a double dormancy before germinating, and cultivars often do not grow true from seed. It is easier to grow from cuttings, summer through winter, or by simple layering during summer. Good in exposed site. Consistently moist, fertile and well-draining soil; does well from full sun to part shade. Zones 2-8
Note that Cornus stolonifera 'Flaviramea', the yellow-barked dogwood, is grown in the same manner, and is hardy in the same areas; the two are often grouped for winter interest, in a spot in full sun
See Also
Dogwood, cornel (Cornus species)
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UNIVERSITY OF WISCONSIN River Falls
All professional education content courses leading to certification shall include teaching and assessment of the Wisconsin Content Standards in the content area.
In this column, list the Wisconsin Content Standards that are included in this course. The Standards for each content area are found in the Wisconsin Content Standards document.
In this column, indicate the nature of the performance assessments used in this course to evaluate student proficiency in each standard.
The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline.
Students are introduced to the idea of a generalized function (or distribution). Students use graphing calculators and/or computer algebra systems to help them solve systems of differential equations.
Facilitating the building of student conceptual and procedural understanding.
Students are tested on their understanding of the theories of ordinary differential equations. Students are tested on their ability to follow procedures to solve and analyze differential equations.
Helping all students build understanding of the discipline including:
. Confidence in their abilities to utilize mathematical knowledge.
. Awareness of the usefulness of mathematics.
. The economic implications of fine mathematical preparation.
Students integrate their knowledge from previous courses in calculus, differential equations and linear algebra with the differential equations topics they are learning, gaining confidence in their ability to utilize mathematical knowledge. Students investigate applications of differential equations to the sciences.
Exploring, conjecturing, examining and testing all aspects of problem solving.
Students explore and make conjectures when determining which technique might work to solve a differential equation. Students explore and make conjectures about convolutions of functions and Fourier series. Students use phase plane analysis to explore the behavior of solutions to differential equations.
Formulating and posing worthwhile mathematical tasks, solving problems using several strategies, evaluating results, generalizing solutions, using problem solving approaches effectively, and applying mathematical modeling to real-world situations.
Students compare solutions to differential equations found using different techniques. For example, students solve linear systems of differential equations using the method of elimination and using matrix theory. Students are tested on their ability to use problem solving approaches effectively. Some real-world applications included are heat flow, vibrating strings, and steady state phenomena.
Making convincing mathematical arguments, framing mathematical questions and conjectures, formulating counter-examples, constructing and evaluating arguments, and using intuitive, informal exploration and formal proof.
Students make convincing mathematical arguments about the behavior of solutions of differential equations. Students create proofs about the properties of Fourier series and convolutions of functions.
Expressing ideas orally, in writing, and visually-, using mathematical language, notation, and symbolism; translating mathematical ideas between and among contexts.
Students express their understanding of the theory and solutions of ordinary and partial differential equations using mathematical language, notation and symbolism on written tests and assignments. Students give an oral report on a special topic in differential equations, which they investigate independently with a classmate.
Connecting the concepts and procedures of mathematics, drawing connections between mathematical strands, between mathematics and other disciplines, and with daily life.
Students make connections between the theory of ordinary and partial differential equations and the solutions to ordinary and partial differential equations. Students make connections between Fourier series and Taylor series. Students make connections between differential equations and the sciences.
Selecting appropriate representations to facilitate mathematical problem solving and translating between and among representations to explicate problem-solving situations.
Students translate between systems of linear differential equations and systems of linear algebraic equations, exploiting their knowledge of algebra to solve differential equations. Students represent solutions algebraically, graphically, and with series. Students are introduced to representing qualitative solutions to differential equations via phase plane analysis.
Mathematical processes including:
. Problem solving.
. Communication.
. Reasoning and formal and informal argument.
. Mathematical connections.
. Representations.
. Technology.
On tests and assignments, students solve problems; communicate their results mathematically; give formal justifications of their reasoning; make connections between theory and example; make connections between solutions found using multiple approaches; represent solutions to differential equations algebraically, graphically, with Taylor's series and with Fourier series; and use graphing calculators or computer algebra systems to study the behavior of solutions.
Number operations and relationships from both abstract and concrete perspectives identifying real world applications, and representing and connecting mathematical concepts and procedures including:
. Number sense.
. Set theory.
. Number and operation.
. Composition and decomposition of numbers, including place value, primes, factors, multiples, inverses, and the extension of these concepts throughout mathematics.
. Number systems through the real numbers, their properties and relations.
. Computational procedures.
. Proportional reasoning.
. Number theory.
Students use their number sense, and understanding of the real number system on their homework assignments and tests.
Mathematical concepts and procedures, and the connections among them for teaching upper level number operations and relationships including:
. Advanced counting procedures, including union and intersection of sets, and parenthetical operations.
. Algebraic and transcendental numbers.
. The complex number system, including polar coordinates.
. Approximation techniques as a basis for numerical integration, fractals, and numerical-based proofs.
. Situations in which numerical arguments presented in a variety of classroom and real-world situations (e.g., political, economic, scientific, social) can be created and critically evaluated.
. Opportunities in which acceptable limits of error can be assessed (e.g., evaluating strategies, testing the reasonableness of results, and using technology to carry out computations).
Students use complex numbers in their solutions of systems of differential equations, with Euler's formula to translate complex solutions into real solutions. Students use complex numbers to understand Fourier series.
Geometry and measurement from both abstract and concrete perspectives and to identify real world applications, and mathematical concepts, procedures and connections among them including:
. Formal and informal argument.
. Names, properties, and relationships of two- and three-dimensional shapes.
. Spatial sense.
. Spatial reasoning and the use of geometric models to represent, visualize, and solve problems.
. Transformations and the ways in which rotation, reflection, and translation of shapes can illustrate concepts, properties, and relationships.
. Coordinate geometry systems including relations between coordinate and synthetic geometry, and generalizing geometric principles from a two-dimensional system to a three-dimensional system.
. Concepts of measurement, including measurable attributes, standard and non-standard units, precision and accuracy, and use of appropriate tools.
. The structure of systems of measurement, including the development and use of measurement systems and the relationships among different systems. Measurement including length, area, volume, size of angles, weight and mass, time, temperature, and money.
. Measuring, estimating, and using measurement to describe and compare geometric phenomena.
. Indirect measurement and its uses, including developing formulas and procedures for determining measure to solve problems.
Students use spatial sense to interpret the behavior of solutions to differential equations. Students use spatial sense to understand phase plane diagrams and stability issues.
Mathematical concepts, procedures, and the connections among them for teaching upper level geometry and measurement including:
. Systems of geometry, including Euclidean, non-Euclidean, coordinate, transformational, and projective geometry.
. Transformations, coordinates, and vectors and their use in problem solving. Three-dimensional geometry and its generalization to other dimensions. Topology, including topological properties and transformations.
. Opportunities to present convincing arguments by means of demonstration, informal proof, counter-examples, or other logical means to show the truth of statements and/or generalizations.
Students use vectors to solve linear systems of equations.
Statistics and probability from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections between them including:
. Use of data to explore real-world issues.
. The process of investigation including formulation of a problem, designing a data collection plan, and collecting, recording, and organizing data.
. Data representation through graphs, tables, and summary statistics to describe data distributions, central tendency, and variance.
. Analysis and interpretation of data.
. Randomness, sampling, and inference.
. Probability as a way to describe chances or risk in simple and compound events.
. Outcome prediction based on experimentation or theoretical probabilities.
Not assessed in this course.
Mathematical concepts, procedures, and the connections among them for teaching upper level statistics and probability including:
. Use of the random variable in the generation and interpretation of probability distributions.
. Descriptive and inferential statistics, measures of disbursement, including validity and reliability, and correlation.
. Probability theory and its link to inferential statistics.
. Discrete and continuous probability distributions as bases for inference.
. Situations in which students can analyze, evaluate, and critique the methods and conclusions of statistical experiments reported in journals, magazines, news media, advertising, etc.
Not assessed in this course.
Functions, algebra, and basic concepts underlying calculus from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:
. Patterns.
. Functions as used to describe relations and to model real world situations.
. Representations of situations that involve variable quantities with expressions, equations and inequalities and that include algebraic and geometric relationships.
. Multiple representations of relations, the strengths and limitations of each representation, and conversion from one representation to another.
. Attributes of polynomial, rational, trigonometric, algebraic, and exponential functions.
. Operations on expressions and solution of equations, systems of equations and inequalities using concrete, informal, and formal methods.
. Underlying concepts of calculus, including rate of change, limits, and approximations for irregular areas.
Students review concepts of calculus as necessary. Students find patterns in families of ordinary and partial differential equations and their solutions. Students model real world situations with differential equations and describe their solutions with functions. Students represent solutions to differential equations algebraically, graphically, as Taylor's series and as Fourier series; they compare and contrast these representations. Students use the properties of polynomial, rational, trigonometric, algebraic and exponential functions in their solutions to differential equations.
Mathematical concepts, procedures, and the connections among them for teaching upper level functions, algebra, and concepts of calculus including:
. Concepts of calculus, including limits (epsilon-delta) and tangents, derivatives, integrals, and sequences and series.
. Modeling to solve problems.
. Calculus techniques including finding limits, derivatives, integrals, and using special rules.
. Calculus applications including modeling, optimization, velocity and acceleration, area, volume, and center of mass.
. Numerical and approximation techniques including Simpson's rule, trapezoidal rule, Newton's Approximation, and linearization.
. Multivariate calculus.
. Differential equations.
Students demonstrate knowledge of the concepts of calculus, including limits (from an intuitive viewpoint), tangents, derivatives and series. Students use modeling to solve real-world problems such as heat flow, vibrating strings, and steady state phenomena. Students use calculus techniques to find derivatives and integrals. Students solve linear systems of differential equations using the method of elimination, matrix theory, and Laplace transforms; they compare and contrast these approaches. Students use separation of variables and Fourier series to find solutions to partial differential equations.
Discrete processes from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:
. Counting techniques.
. Representation and analysis of discrete mathematics problems using sequences, graph theory, arrays, and networks.
. Iteration and recursion.
Not assessed in this course.
Mathematical concepts, procedures, and the connections among them for teaching upper level discrete mathematics including:
. Topics, including symbolic logic, induction, linear programming, and finite graphs.
. Matrices as a mathematical system, and matrices and matrix operations as tools for recording information and for solving problems.
. Developing and analyzing algorithms.
Students use matrices to represent systems of differential equations. Students use eigenvalue and eigenvector theory to solve systems of differential equations.


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Conclusion 02By Terry Kirkpatrick
Security 2002
After the events of Sept. 11, we decided to repeat our August survey on security. We found signs that security is now taken more seriously: Actual security spending increased, IT executives are more thoroughly enforcing security procedures, and line executives are more willing to improve security practices. But as in August, only about half the companies polled plan to increase security spending, and general managers still aren't security savvy. Overall, security, already a top priority, has gained more importance.
The vast majority of non-IT executives are willing to modify business practices to support better security measures, with 87% of our sample reporting such support, up from 74% reported in August. But when it comes to understanding security, IT executives believe their business counterparts only rate a 4.9 on a scale of 1 to 10up only slightly from 4.5 in August.
The number of large companies that plan to increase security budgets over the next 12 months actually dipped slightly, with 57% planning increases last August and 52% in this survey. But when asked for specific dollar amounts, 18% of the February respondents from large companies said they intended spending more than $1 million in 2001a figure anticipated by only 7% last August. The number of all companies that spent 5% or more of their overall budget on security grew from 43% in August to 53% in February.
Lynn Greiner was on an airplane preparing to land at New York's LaGuardia Airport the morning of Sept. 11. As the plane banked into the landing pattern, the World Trade Center towers came into view through the left windows. Just then, she saw the explosion.
When the plane landed, phone lines were clogged, but Greiner, vice president of technical services at Ipsos-NPD Canada Inc., a marketing research firm in Toronto, was able to get a message to her office by wireless e-mail: "Be wary. The nuts are going to come out of the woodwork."
What actually happened was anthrax, she says, not the cyber-maliciousness she had envisioned. Still, Sept. 11 brought the matter of IT security more clearly into focus in most organizationsevident in a comparison of our survey results with those from our first security survey six months ago.
"Once you ask yourself whether you're prepared for cyberterrorism, the answer will tell you how prepared you are for disgruntled employees, competitive espionage or disasters," says Giga Information Group Inc. Vice President Steve Hunt. "That's why security is on so many people's minds. Asking the question is enough."
Ed Ruppel agrees. He's assistant vice president for application architecture in the Fort Wayne, Ind.-based annuities group of Lincoln National Corp. "September 11 was more about disaster recovery and business continuity," he says. "But it has made us take every possibility as a serious threat. It just raised our awareness. Employees are more tolerant of security measures, such as those meant to stop e-mail-borne viruses. Before, it was, 'Why do we need this?' Now, it's, 'Well, we understand.' It's a mind shift in the right direction."
Most CIOs we spoke with, however, said Sept. 11 changed little in their security operationsexcept for a few more meetings. "I get in a lot of meetings just to quiet things down," says Dick Price, CTO at Crane, a printer and publisher in Harwich, Mass. "September 11 scared some of our executives half to death. Once they realized that we have our disaster recovery plans, off-site backup [of working and archival data], and that we have been backing up, and have been taking care of business, they said, 'Oh, not a big deal, okay.' Everything worth saving here gets backed up in real time. Then just to be really safe, we make another backup. Now we have three complete, real-time images of secure data."
All this should be second nature, Price says. "Part of every deployment should be preparing for redeployment. At the time you deploy an application you should ask, 'What if the building melts?'"
Most companies have not changed their security budgets because of Sept. 11, says Huntmost had already planned a 4 percent to 5 percent increase in 2002. A subset of companies, however, immediately pushed their total IT budgets up by one percent to three percent for added security. "These are companies that consider themselves part of the national infrastructuredefense contractors, telecomsand thus at greater risk to cyberterrorism," he says. "Their immediate need is people who can help make sure systems are patched with updates. They are reviewing architectures, and composing and promoting security policies. To quite a large extent, they are hiring senior managers of security, even at the executive level."
The impetus for these efforts often comes from the top. At several very large corporations he works with, Hunt says, "the CEO called in the head of IT security and the head of physical security after Sept. 11 and asked, 'Are we prepared?' The two guys had never met each other before! That is panicking CEOs, who are thinking, 'What in the world are we spending our money on? What's our policy? Do we even know what we're doing?'"
While some companies in the financial services, insurance and defense industries are dramatically increasing their information security and disaster recovery budgets, it's not surprising that others haven't yet done so, says Don Ulsch, cofounder of ObServitus Inc., a network security and disaster recovery company in Boston. "It's too soon," he says. "They're trying to identify solutions. You just don't go out and invest helter-skelter. You don't just pick a solution off the shelf. It has to be part of your overall business strategy. You've got to look at all the considerations, all the business processes and how they will be impacted by security, what the disaster recovery plan looks like, what the worst-case scenarios look like."
Indeed, the number of cyber break-ins and vulnerabilities continues its inexorable rise, doubling in 2001 over the year before, says Richard Pethia, director of the Pittsburgh-based CERT Coordination Center, a government-funded organization dedicated to network security. "This puts a tremendous strain on system administrators, who have to get upgrades and patches and just stay on top of the flow of information," he says.
Viruses are the biggest headache for our survey participants90 percent have suffered a virus attack, up from 77 percent six months ago. "There are more of them, and they're nastier," says Greiner at Ipsos-NPD Canada. She and other IT executives say that educating users is paramount. "There's only so much nailing down of things you can do," Greiner says. "Without locking yourself in a steel cage and passing food through a little window, there's not much you can do." Half of our respondents have beefed up employee security training since Sept. 11.
Robert Wilson, CTO at Tessco Technologies Inc., a value-added distributor of wireless products in Hunt Valley, Md., says viruses are his chief worry as well, and in response, he's moved to thin clients. Since these desktop machines are essentially terminals that run programs residing on the server, it allows Wilson to centrally manage software revisions and patches. "We've also begun to standardize our laptops," he says. His old IT environment "had become a nightmaredifferent computers, different software versions, all kinds of compatibility issues."
The real need, Pethia says, is for organizations to fully understand what information is critical, where it resides and how it's at risk. "Organizations that call us for help often have never really set priorities on what is most important to protect," he says.
While our survey found that only 14 percent of respondents place responsibility for data security in the hands of a chief security officer, Giga's Hunt says, "Suddenly a chief security officer is the most fashionable thing in the world. My phone is ringing off the hook asking for advice on this." That's because the chief security officer's job "is not to secure the parking lot or the network; the job is to secure the business," says Hunt. "So many of these threats, even cyberterrorism, originate inside the corporation. Get a tainted employee on the payroll, and it's all overa firewall won't amount to diddly-squat."Terry A. Kirkpatrick
Research Results
Research Results
The results are available in Adobe Acrobat PDF format. To download the free Adobe Acrobat Reader plug-in, click here.
Conclusion 01
Conclusion 01: Security Awareness
Comparing the results of the two surveys show that business executives are more willing to modify business practices in order to boost security, and that security has grown as a priority, but not by much: Security's importance to the enterprise, both as an IT issue and a business issue, has inched up just slightly.
Security is only a slightly more important issue for top IT executives now, but that's mainly because security was already a top priority to them. In August, security rated an 8 on a scale of 1 to 10 as an IT priority; in February, it crept up to 8.3. The same is true of security as a business issue: It rated a 7.3 in August and 7.6 in February.
Companies are slightly more assured about the adequacy of their security systems now, rating their confidence at 7.2 on a scale of 1 to 10, up from 6.8 in August.
We learned in August that IT executives don't perceive their non-IT counterparts as being savvy about security. The events of Sept. 11 didn't change things: IT execs say security awareness hasn't increased significantly outside of the IT department. On a scale of 1 to 10, the mean was 4.5 in August; it's only 4.9 now.
Still, the terrorist attacks seem to have had an impact on non-IT executives. In August, 74% were willing to make changes to the way they did business; that figure jumped to 87%.
Conclusion 02
Conclusion 02: Spending
Security spending for 2001 was significantly higher in the most recent sample, especially for larger companies. Security spending as a percentage of overall IT budgets also rose. But somewhat fewer security budgets are projected to grow as fast for 2002. One explanation is that while 2001 security investments rose, the rate of increases won't be carried over by as many companies into 2002.
Security spending as a percentage of overall IT spending rose from 43% (companies that spent 5% or more of their overall IT budgets on security) in August to 53% in February. This was especially noticeable for large companies that spent 5% or more on IT, which jumped from 37% to 51%.
Security spending in 2001 also rose in real dollars at large companies. When asked about specific budgets, 18% of large companies in February said they thought they would end up spending more than $1 million in 2001 compared with only 7% in August.
However, for large companies, there's a minor drop in projected spending increases for 2002. In August, 57% said they'd increase security spending over the next 12 months. That response dropped slightly in February to 52% though it's not clear if this is due to tough economic times or some other factor.
Conclusion 03
Conclusion 03: Security Breaches
One indicator (albeit backward-looking) of the security challenges facing CIOs is the number of actual breaches that have occurred. The results are decidedly mixed: Most network hacking categories are down, but virus and denial-of-service attacks are up. Intrusion costs have increased, although their impact on productivity wasn't overwhelming.
The number of security breaches reported in the past 12 months went up slightly, from an average of 2.8 reported in August to 3.1 in February. That increase, however, was mostly due to more IT executives from larger companies committing to specific numbers.
Our February survey uncovered that a whopping 94% of large businesses reported a virus intrusion in the previous 12 months. Large companies reported a significant increase of data stolen or compromised due to network hacks: 8.1% in February compared with 4.2% in August. Virus attacks increased from 77% to 90% between the surveys, and denial-of-service attacks went up from 26% to 34%. But penetration of enterprise networks by hackers is down from 45% in August to 33% in February in the case of hacks that did not result in theft of data or Web site defacement.
Still, other than lost productivity, the impact of these intrusions was relatively small. While 10% said their customers couldn't retrieve information at some pointup slightly from nearly 8% in Augusta substantial 79% said they'd only lost productivity, vs. 73% earlier.
The cost these intrusions to large companies has risenfrom a mean of $78,499 to $156,770. But that's largely due to the fact that 6% of larger companies claimed damages of more than $1 million.
Conclusion 04
Conclusion 04: Practices
Several new questions posed in our recent survey indicate improvements in such security practices as requiring outsourcers to follow company security guidelines. Many firms have policies to physically protect data, have an IT executive in charge of data security and assigned more IT staff to security. But more than half of them have yet to perform a formal risk assessment.
Only 47% of respondents in February said their IT department has carried out a formal assessment of their security vulnerabilities. That's slightly down from 48% in August.
A resounding 92% of all respondents have policies for physically protecting their data storage systems. Such procedures are in place at 88% of small companies.
The person responsible for data security is an IT executive for 72% of respondents, and 24% of the time it's someone with "security" in their title, such as a chief security officer or a vice president or director of security.
At 59%, many but far from all companies require their third-party outsourcers to comply with their security regulations. That rises to 67% for the large companies surveyed.
Overall, IT executives have increased the percentage of IT staff devoted to security slightly from 3% of employees to 4%. In February, 16% of polled companies said they assigned 11% or more of their IT staff to security, up from 8% earlier.
Conclusion 05
Conclusion 05: Response to Sept. 11
Activity since Sept. 11 seems to have focused mostly on improving employee training and enforcing existing security procedures rather than on creating new ones. But when it comes to cyberterrorismthe threat of malicious attacks against IT resourcesCIOs can be seen, at best, as moderately concerned.
CIOs have clearly been active since Sept. 11. When asked what changes they've made in security procedures since that date, 62% of all respondents said they are more stringently enforcing existing procedures. Half have focused on better employee training, and 35% have either begun or implemented a new security plan. But only 14% are screening IT personnel more thoroughly, and 3% created the role of chief security officer.
Cyberterrorism is a concern for IT executives, but not a very high oneit rated a mean of 6.2 on a scale of 1 to 10. That may be due to the fact that Sept. 11 was much more about physical rather than digital terrorism.
Only 4% of the companies that have performed a formal security risk assessment claim that Sept. 11 spurred the most recent assessment.
Security was an important concern for CIOs before Sept. 11, but it has become an even higher priority following the attacks. Companies have invested both financial and human resources to bolster security, and have made some improvements to their security practices. However, CIOs do not show the same high degree of concern for cyberterrorism. Given the nation's and the economy's dependence on computer networks, and the fact that less than half of our respondents' companies formally assess their security vulnerabilities, CIOs should consider devoting more attention to the threat of a cyberattack and review their security processes. And while line managers are more willing to support steps to improve security, the middling marks they receive for security awareness indicate further education is in order.
How the survey was done: CIO Insight designed the security survey in partnership with Survey.com, a San Jose, Calif.-based supplier of custom research services. CIOs, chief technology officers, and vice presidents of information technology and services gathered from a number of sources, including third-party lists and other Ziff Davis Media publications, were invited to participate in the study by e-mail. The new questions for February were posted on a password-protected Web site, and 642 people responded from Dec. 6 to Dec. 10. The results that were first published in August were posted from June 12 to June 14, and are based on 554 respondents.


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Perry to deliver sales pitch to CT gun companies
A cradle of the firearms industry that generates $1 billion in annual sales, Connecticut finds itself in an arms race with red-state competitors led by Texas on the six-month anniversary of the worst grade school shooting in U.S. history.
Multiple gun manufacturers from the state are scheduled to hear a sales pitch Monday on why they should up and leave. Their suitor is Texas Gov. Rick Perry, a Republican and avid sportsman who has invited reporters for target practice and addressed the National Rifle Association convention.
The courtship will take place at the Max Downtown, a Hartford restaurant mere blocks from the Capitol and the office of Democratic Gov. Dannel P. Malloy, the face of a new state gun law considered the strictest in the nation.
"It's pretty clear that we were being run out of town," said John McNamara, vice president of sales for PTR Industries, which manufactures modern sporting rifles and employs 42 people.
The Bristol company is on record that it's leaving the state, but it hasn't decided a destination.
Perry will be renewing acquaintances with several of the firearms companies, including the venerable Colt's Manufacturing, whose executives he met with in April at the NRA's annual meeting in Houston.
"He told us what he's essentially told the nation, that Texas is open for business, come on down and they welcome our industry," said Jim Tipton, vice president of human relations and employee relations at Colt's in West Hartford, which employs just over 600 people in the state.
Catherine Smith, commissioner of the state Department of Economic and Community Development, disputed that Connecticut has a take-it or leave-it attitude toward the firearms industry.
"We're not trying to drive anyone out of the state," said Smith, to whom Malloy's office referred comment. "I think the governor has been one of the friendliest governors to business at least in the last couple of decades."
Smith said she has met with several unspecified firearms companies since Connecticut adopted its new gun law, which she characterized as emotionally challenging but much needed to curb the increasing number of large guns in the marketplace.
"I got actually a very thoughtful response from them, not knee-jerk," she said. "A lot of them like being here in Connecticut and have been here for years."
Colt's is prepared to give the former GOP presidential candidate Perry a tour of its plant, where South Dakota's Republican Gov. Dennis Daugaard will visit Tuesday.
"If he would like to fire any of our weapons, that's fine," Tipton said of Perry.
Perry's visit to Connecticut will come just 72 hours after Newtown observes the six-month anniversary of the Dec. 14 massacre at Sandy Hook Elementary School, where a madman with a semiautomatic rifle killed 20 first-graders as well as six educators.
"I think it's a little untoward, right now," Smith said of the timing.
Perry is also expected to meet with pharmaceutical and financial services companies during his recruiting tour of Connecticut and New York.
Responding to a request for comment from Perry, a spokesperson for the governor said by email, "As CEO of the state of Texas, the governor shares our positive message of job growth and a healthy economy with companies across the country. It is his job to recruit employers to Texas ... these companies are unhappy with CT, so it is clear Texas' economic success story isn't falling on deaf ears."
Mark Malkowski, president and owner of Stag Arms, a leading manufacturer of AR-15 rifles, parts and accessories based in New Britain and employing 200 workers, said Perry and office holders from other states are putting on a full-court press.
"The offers are very tempting," Malkowski said. "The incentives are real and very strong, things I've never seen come across my desk in 10 years of working there."
Among the incentives that Malkowski said are being dangled are free education for his workforce, cash for creating jobs, low-cost leases, money for building, excavation and utilities, and even land.
"You name it, it's on the table," Malkowski said.
A.S.C. LLC (Ammunition Storage Components), a New Britain-based manufacturer of gun magazines, including high-capacity models banned under the gun law, is also slated to meet with Perry.
Colt's representatives said Malloy inflamed the industry when he told CNN that firearms companies only care about selling the maximum number of guns.
"The state of Connecticut and Governor Malloy, in particular, (have been) making pretty offensive statements about our industry, and it's just not a good place to work," Tipton said.
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